Sarah Fadness

ED 365
Literacy Plan
Feedback for Sarah Fadness
(Bolded areas signify validation levels for this course.)

E: Self-Assess and Reflect on Your Own Professional Development Goals:

1

Highlight the areas on the rubric that reflect your performance on this plan.

Followed directions: Yes__x__

Data
Analysis

No____

Level 4
Presented a credible
defense for the
structure
organization, and
content of the
instructional plan in
relation to the
diagnosed literacy
needs of the students
and the theoretical
framework(s).
In what ways did you
explain
the diagnosed literacy
needs of your
students in reading,
writing, and word
study?
how your literacy plan
specifically was
tailored to meet the
diagnosed literacy
needs of the
students?
the choices/decisions

Level 3
Accurately applied
understanding of
literacy concepts to
infer relationships
across the reading,
writing, and word
study data to diagnose
the relative areas of
strength and need of
the students.

Level 2:
Used the data to
accurately infer and
explained the range
of development in
reading, writing, and
word knowledge.

Level 1
Made
accurate
observations
of the data.

Pre - Level 1
Made
inaccurate or
insufficient
observations of
the data.

Sarah Fadness
you made to meet the
needs, citing the
evidence to support
your claims?
I agree, this was a
real strength of this
plan, Sarah. You
consistently made
reference to the
data and the theory
to support your
thinking
throughout your
plan
Valuing

Articulated how
Thoughtfully
personal beliefs/theory examined the
informed each aspect
relationship between
of the plan and
personal beliefs and
contributed to the
the theory and
literacy development
explained how that
of the learners.
relationship shaped
In what ways did you each aspect of the
instructional plan.
clearly state your own
In what ways did
personal beliefs and
you
explain their
clearly state your
connections to
specific theory(ies)?
own personal
beliefs and explain
explain how the
their connections to
beliefs/ theory
specific
shaped at least three
theory(ies)?
aspects of your
explain how the
plan?
beliefs/ theory shaped
explain how at least
three aspects of your at least three aspects
of your plan?
plan will

Connections among
personal beliefs,
theory and practice
were clearly
explained throughout
the instructional
plan.

Clearly
identified
and stated
own beliefs
about how
children
learn literacy
best and
accurately
and
completely
explained
the theory
upon which
these beliefs
are based.

Specific beliefs
were difficult
to determine;
theory was not
completely
explained;
no/few
connections
were made
between the
theory and
beliefs.

Sarah Fadness

Problem
Solving

contribute to the
literacy development of
the learners?
You met this criterion
easily. One specific
example is in your
discussion of the
evaluation of your
plan.
Independently
selected and
completely applied a
problem-solving
approach to develop
and evaluate an
instructional plan
that addressed the
diagnosed literacy
needs of the students
in reading, writing,
and word study,
including:
Assessment and
feedback,
Instructional
strategies,
Differentiation,
Classroom
management and
routines,
Concepts/skills/strate
gies you teach to the
students,
Materials/texts,
Student motivation,
Classroom

Performed all steps in

the problem solving
process to develop
and evaluate a plan
that addressed the
diagnosed literacy
needs of the students,
students in reading,
writing, and word
study, including:
Assessment and
feedback,
Instructional
strategies,
Differentiation,
Classroom
management and
routines,
Concepts/skills/strate
gies you teach to the
students,
Materials/texts,
Student motivation,
Classroom
environment.

Used a problem
solving process to
develop an
instructional plan
that addressed the
diagnosed literacy
needs of the students
in reading, writing,
and word study,
including:
Assessment and
feedback,
Instructional
strategies,
Differentiation,
Classroom
management and
routines,
Concepts/skills/strate
gies you teach to the
students,
Materials/texts,
Student motivation,
Classroom
environment.

Articulated
the steps in
solving the
problem
constructing
an
instructional
plan to meet
the
diagnosed
literacy
needs of the
students.

Steps of
problem
solving process
were not
clearly
articulated;
instructional
plan was
missing several
components;
plan did not
address
meeting the
diagnosed
needs of the
students.

Sarah Fadness
environment.
In what ways did you
consciously and
completely apply a
specific problemsolving model to
address all of the
aspects of the plan?
Use the template to
reflect on the
process/model you
used to develop the
plan?
Your outstanding
plan is a concrete
example of your
deliberate problem
solving process.
Conceptual
Understandi
ng of Course
Content

Synthesized
information/course
content using a
variety of valid
sources and
substantiated the
thinking with
appropriate depth.
In what ways did you
merge your
understanding of
course text
information, course
handouts, and
learning obtained
through
participation in

Demonstrated clear
understanding and
application of course
content consistently
throughout the plan,
developing ideas
through appropriate
use of examples
and/or evidence.

Demonstrated
appropriate
application of course
content throughout
the plan and
supported the
thinking with
examples and/or
evidence.

Expressed
ideas/
Understanding of course
content
accurately
and
supported
the thinking
with
examples
and/or
evidence.

Misunderstanding/limited
understanding
of course
content was
evident; limited
use of
examples/
evidence to
support
thinking

Sarah Fadness
course learning
experiences to shape
your plan?
Develop your ideas
with appropriate
depth through the
use of detail and
examples?
Use and appropriately
cite valid sources for
your thinking?
This was another
impressive part of
your performance,
Sarah. This plan does
represent deep
thinking through
synthesizing
information from
many resources.
Self
Assessment

Articulated, with
Goals revealed
examples, an
insights about what
improvement or
was learned and how
deeper understanding improvements
of what was learned
can/might be made
through reflecting on to strengthen a
the performance on
future literacy plan.
this plan and
In what ways did
feedback you received you
on the mid-semester
identify logical
assessment.
strengths and
In what ways did you
areas for further
identify logical
development in
strengths and areas
your plan and
for further
provide evidence

Provided evidence
from the plan to
support analysis
(from Level1).

Identified
logical
strengths and
areas for
further
improvemen
t in the plan.

Logical
strengths and
areas for
further
improve-ment
were general in
nature or not
addressed.

Sarah Fadness

development in
your plan and
provide evidence
from your plan to

support your
thinking?
explain how what
you learned from
completing this
plan influenced
three professional
development goals
to become a
stronger teacher of
literacy.
explain what you
learned from
feedback from the
mid-semester
assessment to
strengthen your
entire plan?
You clearly
articulated logical
strengths and one
area for further
development,
providing evidence
to support your
claims. You also
explained the
insights you gained
about the complex
work of a teacher
involving diagnosis,
understanding of

from your plan to

support your
thinking?
explain how what
you learned from
completing this
plan influenced
three professional
development goals
to become a
stronger teacher
of literacy.

Sarah Fadness

Level 4
Writing

theory, and tailoring

instruction to reflect
the theory while
addressing the
needs of the
students.
Clearly articulated
relationships between
and among
ideas/concept of the
theory/content and
those of own
thinking; used
language that
reflected a refined
sense of audience;
showed a refined
sense of appropriate
conventions;
maintained a refined
sense of structure
across the plan.
In what ways did your
writing
clearly explain the
relationships
between and among
the ideas/concepts?
use language/tone
appropriate to the
audience and
purpose?
use appropriate use of
conventions?
establish and maintain
a solid structure

Took responsibility
for own thinking,
distinguishing it from
those of others; used
language showing
consistent awareness
of appropriate
tone/style and varied
word choice; applied
appropriate
conventions to
express complex
ideas; consistently
articulated
relationships between
points of development
without losing focus.

Provided and
maintained sense of
focus and purpose;
used language that
shows general
awareness of
appropriate
tone/style, and varied
word choice;
consistently followed
appropriate
conventions;
provided transitions
to clarify
relationships
between most points
of development.

Established
audience and
gave some
sense of
purpose;
uses
language
that shows
some
awareness of
appropriate
tone/style,
and varied
word choice;
generally
followed
appropriate
conventions;
recognizable
introduction,
development
and
conclusion.

Audience and
purpose not
clearly
established or
maintained;
language/tone
not appropriate
for audience
and purpose;
word choice
limited;
pervasive
errors in
conventions
present that
influence the
overall
message;
structure
difficult to
follow.

Sarah Fadness
throughout the plan?
Your thinking
expressed in writing
in this plan was a
pleasure to read
because of the
structure, tone, detail,
and use of
appropriate
conventions all
tailored toward the
designated audience
and purpose.

What three areas would you target for your own further development to become a stronger teacher of literacy at the fourth grade
level? Why? (Provide evidence from your performance on this plan.)
As stated in my literacy plan under the areas for further development, I want to further develop my word study
knowledge. I want to expand my knowledge in all aspects of word study from the mini-lesson to the workshop time. I
believe that by increasing my word study knowledge about how words work and what students should know will benefit
the fourth graders. In my plan I did state ways for instruction and strategies for word study, but I believe they could
be expanded upon. For example, my strategies and concepts to teach the students could be widened. In my plan I
talked about students being word curious and teaching them about words with multiple syllables. Also, I said students
will be able to read bigger words in varying texts. I believe for this plan I gave an adequate amount, but for my future
classroom I want to continue to work on it. I need to work on focusing that in because right now it is broad. Focusing
it will be more explicit for the students and will help me to tailor my instruction.

Sarah Fadness
3

What new insights did you gain about the thinking needed to develop an effective literacy plan through your reflection on your
performance on this plan?
This plan really helped me to go through the thinking that teachers are required to do when they receive a set of data
regarding student developmental levels. I had to look at the data and come up with an action plan to help the students.
It really opened my eyes and having specific data helped me to think of ways to differentiate the instruction because
the data had quite a range on it. I had to think about specific ways to differentiate the instruction that would meet
these students needs. Each time I thought of something, I tried to relate it to theory for why I would do that with
the students. I did not expect this type of thinking that teachers are required to do to be simple, but it was more
complex than I initially thought. The fact that you have to tailor instruction to meet these various needs in the data
was eye opening and beneficial to see before student teaching. The data made it feel like real life knowing these are
actual students and my future kids could have these various needs.

Comments: Sarah, this is an exemplary literacy plan due to the sophisticated synthesis you demonstrated to formulate the instructional plan based on the theory
and the diagnosed needs of your students. I agree with your thinking regarding word study, and encourage you to pursue this goal. Please read the comments
above and below for further feedback. I certainly would invite you back for that second interview! Its been a real pleasure learning with you this semester,
Sarah, and I wish you all the best as you continue on in your program. I am sure that you will apply your learning about effective literacy teaching and learning
to wherever you end up, including as a middle school social studies teacher. How awesome it would be for you to apply the type of thinking you demonstrated
here to planning instruction to reflect the theory while meeting the varied needs of students in a social studies classroom!
Overall Performance:
_X__Distinctive

Name: Sarah Fadness

__Proficient

Date:

__Emerging

May 2016

__Inadequate

Instructor: Robin Gleaso

Sarah Fadness

Followed Directions: Checklist

Goals: All there used multiple sources, including the CCSS
Reading
Writing
Word study (in relation to reading and writing)
Data Analysis: nice summary in the beginning of data sources; will you mention later on the type of reading that was assessed on the Benchmark?
Range of reading development and description of behaviors - yes and provides evidence to support claim
Range of writing development and description of behaviors translates data into developmental continuum and provides evidence to support; then
specifics in relation to each type of writing.
Range of word study development and description of behaviors yes and solid understanding shown of relationship to reading and writing.
Relative areas of strength and need across the data yes clearly shows relationships among the data for reading, also considers word knowledge;
instead of saying that the comprehension scores could be a factor in the fluency scores, really the reverse is more accurate. Really strong analysis here.
Information that is lacking/still need to find out this is addressed, yes. What else do you want to find out about students as writers beyond what
they do when they come to an unknown word to figure out its spelling?
Beginning of year assessments: Through this discussion, you also show your understanding of the relationship among word knowledge, reading and
writing. Support is given to explain thinking.
Reading
Writing
Word Study
Comprehensive Literacy Instructional Plan:
Personal beliefs about how children learn literacy best - Yes
Explanation of theory yes, although check understanding of scaffolding and the types of scaffolding. Scaffolding is temporary reminders that can be
used to support learning. Thinking aloud (language) is a scaffold; anchor charts and word walls are scaffolds; writing (like stop and jots) is a scaffold; shared
experiences are scaffolds. The instructional strategies you list are ways in which these scaffolds can be delivered while gradually releasing the responsibility to
the students.
Structure and organization of plan:
Assessments and feedback this is addressed. I am just wondering how often the Spelling Inventories would be given. How might you use a
word study notebook, which might include word sorts? How might you assess vocabulary? I think youd also check spelling and vocabulary development in
student writing, right?
Concepts/strategies Nice inclusion of disciplinary literacy; great ties to Critical Literacy; how might you also address vocabulary in
disciplinary literacy?
Instructional strategies You start off with a discussion of mini-lessons and read alouds (interactive read alouds?) How are these alike and
different? How might you use a mini lesson to teach to accuracy and fluency, but why would this not work as well through an interactive read aloud? With
guided reading, again remember that fluency impacts comprehension as well. Thorough discussion of instructional strategies in the reader and writer
workshops. Could more emphasis be made about the types of materials/texts the children would be reading and topics they would be writing about in relation to
Critical Literacy and Social Justice? Also, there needs to be more emphasis given to how you would approach word study, considering the information from the
Bear text. (I see this more in your Differentiation section.) Great job of explicitly connecting your instructional strategies to the data and the theory.

Sarah Fadness
Materials more specifics in relation to Critical Literacy?
Classroom management and routines How does workshop time end? Will all students receive the same words to sort or will there be
groups of students based on their developmental levels?
Student Motivation Great insights as to how the plan itself addresses motivation.
Classroom environment and classroom design Includes the design and thorough rationale that makes direct references to the theory
particularly Situated Learning Theory.
Differentiation addressed in instructional strategy section as well as in a separate section. You again consider the data in this discussion. You do
address word study instruction here. The spelling words are words with a similar pattern really the goal is to teach children how words work through analysis
of similarities and differences.
Evaluation of Plan:
Prediction of consequences of plan on student learning and rationale you relate your claims back to your goals, the plan, the needs of the students,
and the theory.
Strengths clearly stated and supported with evidence.
Areas needing further development this is exactly what I would have suggested.
Self Assessment and Reflection: see comments on rubric
Three areas for personal growth with evidence from plan
New insights
Reflection on problem solving process (Complete Self-Reflection Template)